Education did not form part of the life of women before the Revolutionary War and therefore, considered irrelevant. Women’s education did not extend beyond that of what they learned from their mothers growing up. This was especially true for underprivileged women who had only acquired skills pertaining to domesticity unlike elite white women during that time that in addition to having acquired domestic skills they learned to read a result becoming literate. However, once the Revolutionary War ended women as well as men recognized the great need for women to obtain a greater education. Nonetheless, their views in regards to this subject differed greatly in that while some women including men believed the sole purpose of educating women was in order to better fulfil their roles and duties as wives and mothers others believed the purpose of education for women was for them “to move beyond the household field.” The essays of Benjamin Rush and Judith Sargent Murray provide two different points of view with respects to the necessity for women to be well educated in post-revolutionary America.
Comparable to other American men as well as a few American women before, during, and after the Revolutionary War of the 18th century, Benjamin Rush believed that women’s skills were limited to that of domestic work. His thoughts toward the abilities of women were that they began, and ended with the home: from caring for their children to caring for their husbands in addition to caring for the home. According to Rush: “They must be stewards and guardians of their husband’s property.” Judith Sargent Murray on the other hand believed women’s abilities extended past and beyond that of domesticity alone. She believed that women were capable of much...
... middle of paper ...
...nother means of promoting their roles and duties in the realm of the home several women saw this as an opportunity to further their abilities as women. Although women learned skills that would allow them to live happier domestic lives as opposed to men who learned skills that would improve their skills as contributors this did not prevent women from seizing this new opportunity. These beliefs went hand in hand with the ideals of Republican motherhood in that both believed if children were to know and play their part in regards to society women had to educate them but only if women themselves were educated. Benjamin Rush and Judith Sargent Murray both express these ideas in their essays but in different methods.
Works Cited
Dubois, Ellen Carol and Lynn Dumentil, Through Women’s Eyes: An American History with Documents (Boston:
Bedford/St. Martins, 2012)
The book begins by explaining the roles that women in this time were known to have as this helps the reader get a background understanding of a woman’s life pre-war. This is done because later in the book women begin to break the standards that they are expected to have. It shows just how determined and motivated these revolutionary women and mothers were for independence. First and foremost, many people believed that a “woman’s truth was that God had created her to be a helpmate to a man” (p.4). Women focused on the domain of their households and families, and left the intellectual issues of the time and education to the men. Legally, women had almost no rights. Oppressed by law and tradition, women were restricted their choice of professions regardless of their identity or economic status. As a result, many women were left with few choices and were cornered into marriage or spinsterhood, which also had its limitations. As a spinster, you were deemed as unmarried who was past the usual age of marriage. Patronized by society, these women were left and stamped as “rejected”. On the other side, If the woman became married, all that she owned belonged to her husband, even her own existence. In exchange to her commitment, if a woman’s husband was away serving in the military or if she became a widower, she could use but not own, one-third of her husband’s property. This left her to manage the land and serve as a surrogate laborer in her husband’s absence. Needless to say, a day in a woman’s life then was filled with a full day of multi-tasking and as circumstances changed, more women had to adapt to their urban
Linda K. Kerber accomplished a rather large task by researching and completing Women of the Republic. Aside from her lack of research of lower-class and Southern women of the Revolution, Kerber portrays an excellent amount of research and information. Her work is very well-written and articulate and would be very beneficial to anyone hoping to find information about the role women played during the American Revolution. This work does a great job presenting information about the role of Revolutionary women; it is a must read for anyone interested in the subject matter.
“Deborah Sampson, the daughter of a poor Massachusetts farmer, disguised herself as a man and in 1782, at age twenty-one, enlisted in the Continental army. Ultimately, her commanding officer discovered her secret but kept it to himself, and she was honorably discharged at the end of the war.” She was one of the few women who fought in the Revolution. This example pictured the figure of women fighting alongside men. This encouraged the expansion of wife’s opportunities. Deborah, after the Revolution along with other known female figures, reinforced the ideology of Republican Motherhood which saw the marriage as a “voluntary union held together by affection and mutual dependency rather than male authority.” (Foner, p. 190). This ideal of “companionate” marriage changed the structure of the whole family itself, the now called Modern Family in which workers, laborers and domestic servants are now not considered member of the family anymore. However even if women thought that after the war they would have been seen from the society in a different way it never happened. The revolution haven’t changed the perception of the woman and the emancipated ideal
The Antebellum period was a time of reform and improvement. After the War of 1812, America went through a period of westward expansion, patriotism and an economic emergence as a world power. Their new found power as a country inspired reformation. Abolitionists worked to end the institution of slavery through protests, rallies, and the formation of societies; women’s rights activists advocated in a similar way. Simultaneously, many Americans supported the government’s efforts to remove Native Americans from their own land. Americans during the Antebellum period were ambitious, but contradictory in their activism; while many activists fought for the rights of slaves and women, others sought to curtail rights of Native Americans.
The time before the Revolutionary War, women’s main role was in the home. They were the manufacturers of the home, taking raw materials and turning them into household goods. The women were the consumers and before the Revolution they led the boycotts against British goods. During the Revolutionary War, they became the men at home on top of the roles they already had. They became spies, nurses, propagandists, and even took over the battlefield.
For over centuries, society had established the societal standard of the women. This societal standard pictured the ideal American woman running the household and taking care of the children while her husband provided for the family. However, between 1770 and 1860, this societal standard began to tear at the seams. Throughout this time period, women began to search for a new ideal of American womanhood by questioning and breaking the barriers society had placed upon them.
To understand the significant changes within the role of women, it’s important to look at the position women held in society prior to World War II. In a famously quoted ruling by the United States Supreme Court in a case denying a woman’s right to practice law, the following excerpt penned by the Honorable Joseph P. Bradley in 1873 sums up how women were perceived during that period of time by their male counterparts. Bradley declared, "The paramount destiny and mission of women are to fulfill the noble and benign offices of wife and mother -- this is the law of the Creator" . While many women may agree that the role of wife and mother is a noble one, most would certainly not agree this position would define their destiny.
Women had a role in the forming of our country that many historians overlook. In the years leading to the revolution and after women were political activists. During the war, women took care of the home front. Some poor women followed the army and assisted to the troops. They acted as cooks, laundresses and nurses. There were even soldiers and spies that were women. After the revolution, women advocated for higher education. In the early 1800’s women aided in the increase of factories, and the changing of American society. Women in America were an important and active part of achieving independence and the framing of American life over the years.
Often historical events leading up to the twentieth century are dominated by men and the role of women is seemingly non-existent outside of reproduction. When one thinks of notable and memorable names and events of the Revolution, men are the first to be mentioned. The American Revolution was mainly dominated by men including George Washington, Samuel Adams, and Benjamin Franklin. There is no denying that men were vitally important to the American Revolution, but what were the women doing? Often overlooked, the women of the Revolution played a key role in the outcome of the nation. The women of the American Revolution, although not always recognized, were an influential society that assumed risky jobs like soldiers, as well as involvement
The American revolution was the colonist’s fight against their mother country for freedom. Most people think of the american revolution as a war that only had an impact on the men. However, women had just as big of responsibilities during the war. In the novel Revolutionary Mothers, Berkin recounts the involvement of women’s experiences on their home fronts and during the war through their involvement in protests and boycotts. Before the revolution took place women had nearly no rights. They were used to stay home and take care of the house and family. Although men were a big part of the revolution, Berkin’s focal point is on the women’s roles during the revolution. She specially fixates on the native americans, native americans, and the lower
Throughout history women have often, if not always, been second-best to men. Women have frequently been denied the rights and opportunities that men have had. For years a women’s only role was to stay home and care for the family. This belief became widely popular in the “cult of domesticity” movement in the 1800’s. The cult of domesticity was the belief that women should stay home as ‘moral guardians’ of family life. They were expected to be weak, nurturing, and selfless (2). Many women opposed this belief, and started to fight for equality. The Women’s suffrage movement helped bring many changes to society’s view of women and their rights.
In early American history, society believed that women did not have a place in education and high-level learning. They were told not to bother their brains with such advanced thinking. Middle and upper class women learned to read and write, but their education ended there. A woman’s place was said to be in the home, cooking, sewing, and taking care of the children. In the case of upper class women, their “to-do” list was cut even shorter with the servants present to do the work.
Education for women in the 1800s was far different from what we know today. During her life, a girl was taught more necessary skills around the home than the information out of school books. A woman’s formal education was limited because her job opportunities were limited—and vice versa. Society could not conceive of a woman entering a profession such as medicine or the law and therefore did not offer her the chance to do so. It was much more important to be considered 'accomplished' than thoroughly educated. Elizabeth Bennet indicated to her sisters that she would continue to learn through reading, describing education for herself as being unstructured but accessible. If a woman desired to further he education past what her classes would teach her, she would have to do so independently, and that is what most women did.
The right for women to be educated has been long sought after. The history of women education started the beginning of feminism. Education, over the last two hundred years, has changed women lives in America according to Barbara M. Solomon. In the early years of American history women were discouraged from getting a higher education it would be considered unnatural for women to be educated, and women were only taught domestic skills such as sewing, cooking and child-rearing. American women began to seek opportunities for further education, as well as equal rights. The history of women’s education has evolved through events that have shaped the culture of America today. To better understand the women’s education movement, it is important to know the background of its history.
It is implied that since the dawn of time, women have been inferior to thy fellow man. It was not until the Age of Enlightenment, which began around 1650 in Europe, that the first ideas of women being as competent as men, lacking only education and not intelligence, began to circulate (Online MBA). As the end of the 18th Century neared, women were regulars in salons and academic debates, though schooling for women would come late down the road (Online MBA). Prior to the birth of the Industrial Revolution, women did not work. Those who did work were from lower class families and many of those were minorities. It was the primary idea that a women’s role was of that at the home; cooking sewing, cleaning, and caring for the children. There were many duties required of them around the house and their focus was to be the supportive wife who dutifully waited for the husband to come home after a long day at work.